Curriculum Types

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Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements
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Health and Physical Education - Years 5 and 6

Year 6 Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Examine how identities are influenced by people and places (ACPPS051) identifying how personal qualities contribute to identities …

Health and Physical Education - Years 5 and 6 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

ACLARU170

Understand and reflect on language choices made in everyday communication in order to express ideas and perspectives that relate to cultural elements[Key concepts: cultural expression, representation; Key processes: analysing, selecting, reflecting]

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLARU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLFWU142

Recognise the function of different word types and understand basic elements of language structures[Key concepts: word function, word order, patterns, rules; Key processes: identifying, recognising, noticing]

literacy Elaborations ScOT Terms

ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU079

Notice types of words in the target language and understand and use some elements of the target language structure[Key concepts: word function, word order, variation, patterns, rules; Key processes: identifying, recognising, noticing]

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLINU013

Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world[Key concepts: possession, word order; Key processes: naming, noticing patterns]

literacy numeracy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLJAU140

Understand and identify elements of basic grammar and sentence structure and interaction patterns[Key concepts: verb conjugation, particles, word order, vocabulary, counter; Key processes: describing, indicating, identifying, questioning]

literacy numeracy critical-creative Elaborations ScOT Terms

ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU157

Recognise some single and whole word katakana and develop the ability to use hiragana and kanji in a single text[Key concepts: scripts, characters, stroke order, punctuation; Key processes: reading, writing, recognising]

literacy critical-creative Elaborations ScOT Terms

ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLSPC148

Listen to, view and read texts in order to identify aspects of life in Spanish-speaking contexts and communities[Key concepts: lifestyle, diversity; Key processes: collating, connecting, comparing]

literacy numeracy information-communication critical-creative personal-social intercultural-understanding sustainability Elaborations ScOT Terms

ACLSPC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLTUU013

Recognise parts of speech and frequently used words in familiar contexts and understand the basic rules of word order in simple sentences[Key concepts: sentences, grammar, patterns; Key processes: recognising, naming, applying]

literacy Elaborations ScOT Terms

ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACMNA058

recognising that in English the term ‘one third’ is used (order: numerator, denominator) but that in other languages this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator) for example Japanese

intercultural-understanding critical-creative asia-australia

Elaboration (2) | ACMNA058 | Content Descriptions | Year 3 | Mathematics | F-10 curriculum

ACLSPU013

Understand and use the main elements of the Spanish grammatical system, including definite and indefinite articles, gender and number agreement, present tense of regular and common irregular verbs, and simple sentence construction, paying attention to …

literacy critical-creative Elaborations ScOT Terms

ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACHASSK072

investigating an individual’s contribution and why it was recognised (for example, an individual who was awarded an Order of Australia)

literacy information-communication intercultural-understanding critical-creative personal-social ethical-understanding

Elaboration (2) | ACHASSK072 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSI076

creating a timeline by accurately placing information about key events or people in chronological order and explaining the sequence

literacy numeracy critical-creative

Elaboration | ACHASSI076 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACADAM016

responding to feedback by changing the order and pattern of dance movement, phrases or sequences, using choreographic devices

critical-creative personal-social numeracy

Elaboration (4) | ACADAM016 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration ACADAM023

structuring dance using devices such as chance theory (for example, dice) and changing the order and pattern of dance movement, phrases or sequences

numeracy

Elaboration | ACADAM023 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration (4) ACAMAM058

Considering viewpoints – forms and elements: For example – What images will I use and in what order?

critical-creative

Elaboration (4) | ACAMAM058 | Content Descriptions | Years 3 and 4 | Media Arts | The Arts | F-10 curriculum

Elaboration ACLARU187

recognising the importance of learning and maintaining Arabic and other languages in order to access the cultural understanding, values, beliefs and mindsets of others

Elaboration | ACLARU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLINU081

expressing possession using word order, for example, siswa pertukaran, kartu telepon

Elaboration (1) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLITC002

playing games, for example, counting games, sorting and order games, number games, tombola

Elaboration (2) | ACLITC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (6) ACLJAU176

understanding that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles

Elaboration (6) | ACLJAU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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